Office of Field Experiences


June Erskine, Director
Erin Hinely, Admin. Assistant
University Hall 242


Please note that as the College of Education makes curriculum changes, some familiar terms may change. "Student Teaching" is now referred to as "Internship II" and teacher candidates enrolled in Internship II are referred to as "Interns." Those teacher candidates participating in an Internship as part of a graduate program of study are referred to as "Graduate Interns." The term "practicum" has been replaced with "Field Experiences." If you have any concerns or questions about these, or any other changes, please contact your academic advisor.

Alternate Route to State Licensure Programs:
Post-baccalaureate programs designed for individuals who did not prepare as educators during their undergraduate studies. These programs, which usually lead to a unit's recommendation for a state license, accommodate the schedules of adults and recognize their earlier academic preparation and life experiences. In some instances, candidates may be employed as educators while enrolled (also called nontraditional programs).
Individuals admitted to, or enrolled in, programs for the initial or advanced preparation of teachers, teachers continuing their professional development, or other professional school personnel. Candidates are distinguished from "students" in P-12 schools.
The process by which a non-governmental agency or association grants professional recognition to an individual who has met certain predetermined qualifications specified by that agency or association. [The National Board for Professional Teacher Standards grants advanced certification.]
Clinical Faculty:
School and higher education faculty responsible for instruction, supervision, and assessment of candidates during field experience and clinical practice.
Clinical Practice:
Student teaching or internships that provide candidates with an intensive and extensive culminating activity. Candidates are immersed in the learning community and are provided opportunities to develop and demonstrate competence in the professional roles for which they are preparing.
Field Experiences:
A variety of early and ongoing field-based opportunities in which candidates may observe, assist, tutor, instruct, and/or conduct research. Field experiences may occur in off-campus settings such as schools, community centers, or homeless shelters.
Generally, the post-licensure and/or graduate clinical practice under the supervision of clinical faculty. Sometimes refers to the pre-service clinical experience.
An accumulation of evidence about individual proficiencies, especially in relation to explicit standards and rubrics used in evaluation of competency as a teacher or in another professional school role. Contents might include end-of-course evaluations and tasks used for instructional or clinical experience purposes such as projects, journals, and observations by faculty, videos, comments by cooperating teachers or internship supervisors, and samples of student work.
Professional Development Schools:
Specially structured schools in which P-12 and higher education faculty collaborate to (1) provide practicum, student teaching, and internship experiences; (2) support and enable the professional development of school and higher education faculty; (3) support and enable inquiry directed at the improvement of practice; and (4) support and enhance student achievement. PDSs require the institutional commitment of colleges and universities, school districts, and teachers' organizations.
School Faculty:
Licensed practitioners in P-12 schools who provide instruction, supervision, and direction for candidates during field-based assignments.
School Partners:
P-12 schools that collaborate with the higher education institution in designing, developing, and implementing field experiences, clinical practice, delivery of instruction, and research.
Children and youth attending P-12 schools, as distinguished from teacher candidates.